大葉大學圖書館 |

The impact of an online learning community project on university Chinese as a foreign language students' motivation.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	The impact of an online learning community project on university Chinese as a foreign language students' motivation.
作者:	Cai, Shengrong.
面頁冊數:	205 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: 2275.
Contained By:	Dissertation Abstracts International72-07A.
標題:	Language, Linguistics.
標題:	Education, Foreign Language.
標題:	Education, Technology of.
ISBN:	9781124595443
摘要、提要註:	This study empirically investigated the impact of an online learning community project on university students' motivation in learning Chinese as a foreign language (CFL). A newly-proposed L2 motivation theory---the L2 motivational self system (Dornyei 2005; 2009)---was used as the theoretical framework for this study. The three aspects of motivation (ideal L2 self, ought-to L2 self, and L2 learning experience), as described in this theory, were measured before and after the online project. Specific motivating and demotivating features of the online project were generated from participants' responses. Four individuals with different heritage and technology backgrounds were selected as cases to provide information about their perception of this online project and the possible impact of this project on their motivation.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3450613

The impact of an online learning community project on university Chinese as a foreign language students' motivation.
Cai, Shengrong.

The impact of an online learning community project on university Chinese as a foreign language students' motivation. - 205 p.

Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: 2275.

Thesis (Ph.D.)--University of South Florida, 2011.

This study empirically investigated the impact of an online learning community project on university students' motivation in learning Chinese as a foreign language (CFL). A newly-proposed L2 motivation theory---the L2 motivational self system (Dornyei 2005; 2009)---was used as the theoretical framework for this study. The three aspects of motivation (ideal L2 self, ought-to L2 self, and L2 learning experience), as described in this theory, were measured before and after the online project. Specific motivating and demotivating features of the online project were generated from participants' responses. Four individuals with different heritage and technology backgrounds were selected as cases to provide information about their perception of this online project and the possible impact of this project on their motivation.

ISBN: 9781124595443Subjects--Topical Terms:

423211
Language, Linguistics.

The impact of an online learning community project on university Chinese as a foreign language students' motivation.
LDR:03943nam 2200349 4500 001 365345
005 20120516132925.5
008 121018s2011 ||||||||||||||||| ||eng d
020 $a 9781124595443
035 $a (UMI)AAI3450613
035 $a AAI3450613
040 $a UMI $c UMI
100 1 $a Cai, Shengrong. $3 475407
245 1 4 $a The impact of an online learning community project on university Chinese as a foreign language students' motivation.
300 $a 205 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: 2275.
500 $a Adviser: Wei Zhu.
502 $a Thesis (Ph.D.)--University of South Florida, 2011.
520 $a This study empirically investigated the impact of an online learning community project on university students' motivation in learning Chinese as a foreign language (CFL). A newly-proposed L2 motivation theory---the L2 motivational self system (Dornyei 2005; 2009)---was used as the theoretical framework for this study. The three aspects of motivation (ideal L2 self, ought-to L2 self, and L2 learning experience), as described in this theory, were measured before and after the online project. Specific motivating and demotivating features of the online project were generated from participants' responses. Four individuals with different heritage and technology backgrounds were selected as cases to provide information about their perception of this online project and the possible impact of this project on their motivation.
520 $a A concurrent transformative mixed method design was employed to collect both quantitative and qualitative data. A pre- and post-test survey and semi-structured interviews served as the main instruments for data collection. Paired t-tests were conducted to identify differences in the participants' pre- and post- scores for the three aspects of motivation. Constant comparative method and double coding method were used to generate the major themes about the motivating and demotivating features of the online project. A narrative analysis approach was taken to explore how individuals with different backgrounds perceived their experience in this online project and the possible impact of the project on their motivation.
520 $a The results indicated that there was a significant difference in L2 learning experience before and after the online project, while there was no significant difference in the other two aspects of motivation (ideal L2 self and ought-to L2 self). This finding provided empirical evidence about the different natures of the three motivational aspects. That is, ideal L2 self and ought-to L2 self were built up over a long period of time and thus relatively stable, while L2 learning experience was more dynamic and fluid and had a tendency to change even within a relatively short period of time. Regarding the motivating and demotivating features, the results suggested that the most motivating features of this online project were the access to alternative learning resources and tools and opportunities to connect to a larger community of Chinese learners, while the demotivating features were mostly related to the technology barrier and the time and effort it took to complete this project. Furthermore, findings from the interviews with the selected individuals implied that regardless of their different heritage and technology backgrounds, most of them had a positive experience of this online project. However, the impact of this project on their motivation was limited.
590 $a School code: 0206.
650 4 $a Language, Linguistics. $3 423211
650 4 $a Education, Foreign Language. $3 475290
650 4 $a Education, Technology of. $3 423494
690 $a 0290
690 $a 0444
690 $a 0710
710 2 $a University of South Florida. $b Secondary Education. $3 475408
773 0 $t Dissertation Abstracts International $g 72-07A.
790 1 0 $a Zhu, Wei, $e advisor
790 1 0 $a Chen, Yi-hsin $e committee member
790 1 0 $a Evans, Linda $e committee member
790 1 0 $a Peppard, Victor $e committee member
790 $a 0206
791 $a Ph.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3450613